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Danniels, Erica; Pyle, Angela – Early Childhood Education Journal, 2023
Policies related to the inclusion of children with disabilities in mainstream classrooms have led to questions regarding how teachers can help cultivate inclusive learning communities where all children are supported and valued. In play-based kindergarten programs, teachers are tasked with ensuring goals for children's learning and development are…
Descriptors: Inclusion, Play, Teaching Methods, Preschool Teachers
Kathy Gibbs; Wendi Beamish – Educational Research, 2024
Background: Over recent decades, teacher aides (TAs) have had an increasing presence in mainstream classrooms internationally, providing vital support to students and teachers on a daily basis. Although the evolution of the role has given rise to many implicit and explicit shifts in TAs' responsibilities, opportunities for TAs to develop and shape…
Descriptors: Foreign Countries, Teacher Aides, Teaching Experience, Teacher Attitudes
Emily S. W. Sum; Ka Lok Wong; Wee Tiong Seah – Asia Pacific Journal of Education, 2024
One hundred and eighty ethnic minority students studying in Hong Kong mainstream schools were found to value "knowledge," "activities," "practice," "product," "inquiry," "process," "feedback," and "technology" in their mathematics learning. To identify these values, a…
Descriptors: Mathematics Education, Value Judgment, Minority Group Students, Ethnicity
Katie Newhouse; Laurie Rabinowitz – Excelsior: Leadership in Teaching and Learning, 2023
Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares…
Descriptors: Teacher Education, Public Schools, Attitudes toward Disabilities, Inclusion
Nathan Jones; Lindsey Kaler; Jessica Markham; Josefina Senese; Marcus A. Winters – Educational Researcher, 2025
Students with and without disabilities may be educated across various service delivery models (SDMs): general education, cotaught, pull-out, and self-contained. Still, evidence for their relative effectiveness at scale remains limited. Using longitudinal administrative data from Indiana, we measured the effect of different SDMs on test scores,…
Descriptors: Students with Disabilities, Teaching Methods, Students, Instructional Effectiveness
Serdal Deniz; Ridvan Karabulut – Asian Journal of Education and Training, 2024
This research was conducted to determine the ideal school that mainstream students dream of. The research was conducted using the phenemology approach, one of the qualitative research models. Participating in the research were students with mild special needs who attended inclusive education in Turkey and had no problems understanding and…
Descriptors: Special Needs Students, Foreign Countries, Mainstreaming, Student Attitudes
Verena Letzel-Alt; Marcela Pozas – Journal of Research in Special Educational Needs, 2024
Currently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this…
Descriptors: Inclusion, Refugees, Foreign Countries, Mainstreaming
Kevin R. Sumayang; Kaycee Celendron; Neil P. Declaro; Deodato L. Flandez Jr. – Online Submission, 2022
This study aims to generate thorough and comprehensive review of the teacher's perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers' attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O'Malley's…
Descriptors: Students with Disabilities, Mainstreaming, Inclusion, Teacher Attitudes
Marie Gitschthaler; Julia Kast; Rupert Corazza; Susanne Schwab – International Journal of Inclusive Education, 2024
Inclusion of multilingual students-teachers' perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the…
Descriptors: Multilingualism, Inclusion, Teacher Attitudes, Bilingual Students
Hsiu Tan Liu; Han Ho Hsieh; Wan Ying Lin; Jean F. Andrews; Chun Jung Liu – Deafness & Education International, 2024
Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of…
Descriptors: Foreign Countries, Deaf Interpreting, Sign Language, Mainstreaming
Joseph Seyram Agbenyega; Deborah Tamakloe; Sunanta Klibthong; Hamdah Abdi Ibrahim Jibar – SAGE Open, 2023
International research findings offer inclusive education teachers various pedagogical tools to support student diversity in inclusive classrooms to counter educational disadvantages. However, according to previous research, embedding research evidence in pedagogical practice at the classroom level is rare in schools. Our study explored Ghanaian…
Descriptors: Foreign Countries, Inclusion, Teaching Methods, Teacher Attitudes
Alfarabi Imashev; Aigerim Kydyrbekova; Nurziya Oralbayeva; Azamat Kenzhekhan; Anara Sandygulova – Education and Information Technologies, 2024
The current body of scholarly literature highlights the increasing importance of Mixed Reality (MR) in the field of education since it provides an alternative way through visual stimuli inside an immersive environment. In recent years, the possibility for educators to use Mixed Reality as an additional pedagogical instrument has witnessed notable…
Descriptors: Deafness, Case Studies, Sign Language, Learning Processes
Gemma Scarparolo – Australasian Journal of Gifted Education, 2025
Intellectually gifted students have the right to appropriately challenging learning experiences and the right to reach their potential. In Australia, most intellectually gifted students are in mixed-ability classes and teachers are expected to differentiate to meet the specific learning needs of students across the full range of abilities; yet…
Descriptors: Foreign Countries, Elementary School Curriculum, Elementary School Students, Elementary School Teachers
Carrie Ballantyne; Claire Wilson; Martin K. Toye; Karri Gillespie-Smith – International Journal of Inclusive Education, 2024
Inclusion of autistic pupils into mainstream schools is common practice and staff should have adequate knowledge on teaching and managing classroom behaviour. However, autism knowledge among teaching staff may be inconsistent. A mixed-methods design examined differences between school staff in autism knowledge, perceived barriers to inclusion and…
Descriptors: Knowledge Level, Barriers, Mainstreaming, Inclusion
Morgenthaler, Thomas; Kramer-Roy, Debbie; Schulze, Christina – Journal of Occupational Therapy, Schools & Early Intervention, 2023
Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children's needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to…
Descriptors: Student Adjustment, Students with Disabilities, Foreign Countries, Mainstreaming